仁爱—《HealtheWorld》《Tellmewhy》教案

《Health Matters》说课稿尊敬的各位评委、老师们：大家好！今天我说课的题目是《Health Matters》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析《Health Matters》是教材版本教材中的一个重要话题。

这一单元主要围绕健康问题展开，包括常见的疾病、保持健康的方法、健康的生活习惯等内容。

教材通过丰富的文本、图片和练习，引导学生了解健康的重要性，并培养他们的健康意识和良好的生活习惯。

本单元的教材内容具有较强的实用性和时代性，与学生的日常生活息息相关。

通过学习，学生不仅能够掌握相关的英语语言知识，还能够将所学知识运用到实际生活中，提高他们解决问题的能力。

二、学情分析本次授课的对象是年级的学生。

他们经过了一定时间的英语学习，已经具备了一定的英语基础和语言运用能力。

然而，这个年龄段的学生对于抽象的概念和复杂的知识理解起来可能会有一定的困难，需要通过生动形象的教学方式来激发他们的学习兴趣。

此外，学生对于健康问题有一定的认知，但可能缺乏系统的了解和深入的思考。

在教学过程中，我们可以引导学生结合自身的生活经验，积极参与讨论和交流，从而更好地理解和掌握相关知识。

三、教学目标基于对教材和学情的分析，我将本节课的教学目标设定为以下三个方面：1、知识目标学生能够掌握与健康相关的词汇，如 illness, symptom, prevention, exercise 等。

学生能够理解并运用与健康有关的句型，如“What's wrong with you?I have a headache” “How can we stay healthy? We should eat moreveg etables and do more exercise”2、技能目标学生能够听懂关于健康问题的对话和短文，并获取关键信息。

学生能够用英语谈论自己和他人的健康问题，并提出合理的建议。

大班英语活动教案《Health》第一章：活动目标1.1 认知目标：让幼儿了解和掌握与健康相关的词汇，如：healthy, sick, doctor, medicine等。

帮助幼儿理解健康的重要性，以及如何保持健康的生活方式。

1.2 技能目标：培养幼儿基本的英语听说能力，能够用英语简单描述健康的事物和行为。

提高幼儿的观察能力和团队合作能力。

1.3 情感目标：增强幼儿的自信心和自我表达能力。

第二章：活动准备2.1 教具准备：与健康相关的图片、卡片、故事书、玩具等。

录音机、音响等音响设备。

2.2 环境准备：安静、舒适的活动室，有利于幼儿集中注意力。

设置健康角，展示健康知识、健康食品等。

第三章：活动过程3.1 热身活动（5分钟）教师与幼儿用英语进行简单的问候，营造轻松的英语氛围。

进行英语歌曲演唱，如《Healthy Eating》等，让幼儿在歌声中感受健康的重要性。

3.2 教学活动（10分钟）教师出示与健康相关的图片、卡片，引导幼儿用英语进行描述。

通过故事书《Healthy Monkey》讲述一个猴子生病的故事，让幼儿了解健康的重要性。

进行角色扮演，让幼儿扮演医生、病人等角色，运用英语进行互动。

3.3 实践活动（5分钟）分成小组，每组选择一种健康食品或健康行为，用英语进行介绍。

小组之间进行互动，提问、回答关于健康的问题。

鼓励幼儿分享自己在家庭中保持健康的方法和经验。

第四章：活动延伸4.1 家园共育：教师与家长沟通，了解幼儿在家庭中的健康情况。

4.2 环境创设：在活动室中设置健康角，展示健康知识、健康食品等。

定期更新健康角的内容，让幼儿持续关注健康话题。

第五章：教学评价5.1 幼儿评价：观察幼儿在活动中的参与程度、英语听说能力、团队合作能力等。

关注幼儿在家庭和学校中的健康行为和饮食习惯。

5.2 教师评价：反思教学活动的组织与实施，是否达到预期目标。

针对幼儿的需求和反馈，调整教学内容和教学方法。

大班英语活动教案《Health》第六章：活动准备（续）6.1 教具准备（续）：制作健康食物和健康行为的分类卡片。

一、活动目标：1. 让学生掌握与健康相关的词汇，如：healthy, sick, doctor, hospital等。

2. 培养学生用英语简单描述自己的身体状况和健康习惯。

3. 提高学生听说能力和合作意识，培养其对英语学习的兴趣。

二、活动重难点：1. 掌握与健康相关的词汇和句型。

2. 用英语描述自己的身体状况和健康习惯。

三、活动准备：1. 健康词汇卡片。

2. 录音机、磁带。

3. 医生、病人的头饰。

四、活动过程：1.热身（5分钟）教师带领学生唱一首关于健康的英文歌曲，激发学生兴趣。

2. 引入（10分钟）教师向学生展示健康词汇卡片，引导学生用英语说出这些词汇。

教师创设一个场景，让学生用英语描述一个人健康状况的变化。

3. 主体活动（15分钟）学生分组进行角色扮演，一组扮演医生，一组扮演病人。

医生需要用英语询问病人的身体状况，并给出建议。

病人需要用英语回答问题，并根据医生的建议做出相应的动作。

4. 巩固活动（5分钟）教师播放一段关于健康习惯的录音，学生跟随录音进行听力练习。

教师邀请几名学生上台，用英语分享自己的健康习惯。

5. 总结与拓展（5分钟）教师引导学生用英语总结本次活动的收获，布置一道关于健康的英语作业，让学生课后思考和练习。

五、作业设计：1. 抄写本节课所学的健康词汇。

2. 编写一个关于健康的小故事，并画出插图。

3. 调查家人的健康习惯，用英语进行描述。

六、教学评价：1. 观察学生在课堂上的参与程度，了解其对健康词汇的掌握情况。

2. 评价学生在角色扮演中的表现，判断其运用英语描述身体状况和健康习惯的能力。

3. 课后收集学生的作业，评估其对课堂所学内容的吸收和应用。

七、教学反馈：1. 针对学生的表现，教师应及时给予肯定和鼓励，激发其学习英语的兴趣。

2. 对于学生在角色扮演中的不足，教师应给予具体的指导和改进建议。

3. 针对学生的作业，教师应及时批改，指出其中的错误，并给予相应的辅导。

八、教学拓展：1. 组织一次关于健康的英语主题活动，让学生通过各种形式展示自己的学习成果。

大班英语活动教案《Health》第一章：活动目标1.1 知识目标：1. 能听懂、会说、会读关于健康饮食的英语单词和句型，如：apple, banana, orange, healthy, unhealthy, I like, Do you like?1.2 技能目标：2. 能够用英语简单描述自己喜欢的食物，并能够询问他人喜欢的食物。

1.3 情感目标：3. 培养幼儿对健康饮食的兴趣，增强健康饮食的意识。

第二章：活动重难点2.1 活动重点：4. 学习关于健康饮食的英语单词和句型。

2.2 活动难点：5. 能够用英语询问他人喜欢的食物，并能够用英语描述自己喜欢的食物。

第三章：活动准备6. 教具准备：7. 水果卡片（apple, banana, orange）、食物图片、健康和不健康的食物图片。

6. 环境准备：8. 安静、舒适的活动室，有利于幼儿集中注意力。

9. 引入：10. 教师向幼儿展示水果卡片，引导幼儿说出水果的名字，并询问幼儿是否喜欢这些水果。

11. 教师通过提问，引导幼儿思考健康饮食的重要性。

10. 主体活动：12. 教师出示食物图片，引导幼儿用英语描述自己喜欢的食物。

13. 教师出示健康和不健康的食物图片，引导幼儿用英语区分，并说出自己的看法。

11. 总结结束：14. 教师引导幼儿总结今天学习的单词和句型，并鼓励幼儿在日常生活中多使用英语。

第五章：活动延伸16. 家园共育：18. 环境创设：19. 教师在活动室布置健康饮食的主题墙，引导幼儿观察和讨论。

20. 区域活动：21. 教师在角色区设置健康饮食的小店，引导幼儿进行角色扮演，运用英语交流。

22. 教学评价：23. 教师通过观察幼儿在活动中的参与程度、语言表达能力和对健康饮食的认识，对本次活动进行评价。

24. 直观法：25. 通过展示水果卡片和食物图片，让幼儿直观地学习英语单词和句型。

26. 情境教学法：27. 创设真实的购物情境，让幼儿在实践中学习英语，提高语言运用能力。

初中仁爱版英语教案3篇仁爱版初中英语教案全英文版一、学问与技能1. 把握重点句型：How was your vacation?Where did you go? Did you go out with anyone?2. 理解并把握几个不定代词：anyone, everyone, something, anything, everything, nothing的用法。

3. 娴熟运用句型：Did you …?二、过程与方法学生通过上一节课的学习，对where引导的过去时态的特别疑问句已经把握，能自然地与本课学问相连接。

让学生回忆他们的假期状况，引出一般过去时态的句型，并且进展大量练习。

采纳学生提出问题，学生解决问题，借助多媒体来提高学生的主动性。

三、情感、态度与价值观教育学生渗透合作精神和社会公德意识。

教学重点把握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?教学难点能用句型Did you …?提出尽可能多的有关过去假期的问题。

教法导航创设情境，让学生自己总结规律，思索，争论，最终得出结论。

创设英语语言气氛，使学生能较快地融入到英语语言学习的情景中来。

学法导航自主学习，独立思索，小组争论，同桌合作，完成学习任务。

教学预备视频，图片，多媒体。

教学过程Step 1 GreetingsGreet the class as usual.Step 2 RevisionAsk the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.Step 3 Role playThe teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out.Step 4 Grammar FocusReview the grammar box. Ask students to say the questions and answers.Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought). Then get the students to ask and answer the questions and answers in pairs.Step 5 GameAsk one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher.Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything.Step 6 Practice3a Fill in the blanks with the words in the box and practice the conversation.3b Fill in the blanks in the e-mail mestudentsage with the words in the box.After checking the answers, get the students to read them aloud. Step 7 Group workMake a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? ….Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results. Step 8 HomeworkAsk your classmates as many questions about their last vacation as possible.课堂作业Fill in the blanks.1. Where ___ you ___ (go) on vacation?2. I ___ (go) to New York City.3. —___ you ___ (go) out with ______? —No. No one was here. Everyone was on vacation.4. —Did you buy _______ special? —Yes, I _______ (buy) something for my father.5. —___ was the food? –Everything tasted really good!参考答案：1. did, go 2. went 3. Did, go, anyone 4. anything, bought 5. How教学反思为了避开语法学习的枯燥，本课设计了几个小组活动和小嬉戏，让学生在不知不觉中就把握了学问，学习效果较好。

《Heal the World》《Tell me why》欣赏课教案授课老师：遂城第二初级中学陆春花教学目标：1.通过学习，唤起学生爱护、关怀和帮助他人的仁爱之心，树立正确的情感态度与价值观，并重视人文关怀。

2.通过对歌曲创作背景的了解，能够让学生了解到战争、贫穷、饥饿对人们的伤害，体会人们祈求和平、友爱、富足的心声。

3.学唱《Amani》部分乐句，唱出对和平的渴望，树立仁爱之心。

教学过程：（一）播放歌曲《Amani》等待上课铃声导入：简单介绍播放《Amani》的原因。

这首歌是在1900年海湾战争后，世界进入了一个短暂的相对和平时期。

Beyond乐队在1911年应世界世界宣明会之邀远赴战火中的非洲，探访第三世界的穷困人民，开始了一段非洲之旅非洲。

当他们看到在战争中的人们是那么贫穷、痛苦和对和平的渴望，便创作了这首《Amani》，抒发了对战后和平长久的渴望,也警示了人们必须要以自已的努力斗争来争取和平，一味地求助于神灵是不行的。

“AMANI”是和平的意思；“ NAKUPENDA NAKUPENDA WEWE”就是“我们爱你”“TUNE TAKE WE WE”是“我们需要你”的意思。

导入新课：就在Beyond乐队创作这首和平之歌的同时，迈克尔.杰克逊也在1991年为自己的同名慈善组织创作了一首充满仁爱呼唤世界和平的歌曲《Heal the World》希望通过慈善募捐，改善那些饱受战火和硝烟困扰的第三世界国家儿童的生活。

（二）观看迈克尔.杰克逊演唱《Heal the World》的视频并提问学生观看次视频的感想。

1.在视频中你看到了什么？2.你觉得在充满硝烟中生活的孩子他们心中最想要的什么？（引导学生通过士兵和硝烟、小孩和笑容等画面，体验歌曲中呼唤让战争远离，让人家充满关爱、和平的情感及仁爱之心）。

（三）再次聆听迈克尔.杰克逊演唱《Heal the World》回答以下问题。

提问：1.这首歌由几个乐段组成？（ABC三个乐段组成）2.这首歌曲表达的感情是怎样的？（表达了人们渴望爱及对世界和平的向往，希望世界充满温暖和关爱）3.聆听后你心里感受又是怎么样的？（为那些饱受战火和硝烟摧残的第三世界国家儿童生活的担忧，真诚呼唤让战争远离，让世界充满关爱与和平）（四）欣赏完这首由迈克尔.杰克逊演唱的充满温暖和关怀并被誉为世界上最动听的歌之一的《Heal the World》后让我们再一起来欣赏另一首由年仅十岁的天籁童声Declan Galbraith以清纯完美的声音演绎的充满忧郁而愤怒的呐喊与呼唤--《Tell me why》播放音乐视频提出疑问：1.视频中的演唱者他的情绪是怎么样的？( 疑惑忧郁愤怒呐喊…)2.你觉得他的演唱方式和他身后的图片是想向我表达怎样的感情？（对战争所产生的困惑与无奈，希望和平、快乐与富足）（五）再次聆听歌曲《Tell me why》回答问题提问：1.演唱者连续使用呐喊式的“Tell me why”是想表达什么？（人们对战争、贫穷、饥饿，人与自然、人与人之间冷漠关系的种种困惑，充满忧郁而愤怒的呐喊与呼唤，希望人类和平、友爱、富足的心声）2．它与《Heal the World》所表达的情感是否有相同之处？（都是充满仁爱之情，希望世界和平，人类生活美好）（六）拓展：观看图片学唱《Amani》部分乐句，用歌声唱出希望和平的心声。

九年级英语仁爱版实用教案5篇九年级英语仁爱版实用教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday九年级英语仁爱版实用教案篇2学习目标1.重点单词：expression，discover，secret，grammar2重点短语：an English movie called Toy Story，fall in love with，as well，look up3重点句式：The teacher spoke so quicklythat I did not understand her most of the time.I was afraid to ask questionsbecause of my poor pronunciation.I can find the meaningof new words by looking them up in a dictionary.学习重点1.重点短语和句型2.学习英语的方法学习难点学习英语的方法自主学习一、预习课本P3新单词并背诵，完成下面的汉译英。

1.表达_________2.发现________3.秘诀_______4.语法______二、认真预习P3找出下列短语和句型。

1.一部叫做Toy Story的电影2.喜欢上3.也4.老师说得如此的快以至于我大多数时间都不明白。

5.因为我的发音很差，我害怕问问题。

6.我通过在字典里查询找到新单词的意思。

课堂导学Step 1情景导入Teacher：Wei Fen really likes English and sheis a student who is good at English but she didnt use to like English.Do you knowwhat has changed her?Lets read the passageto find the answer.环节说明：由Wei Fen英语成绩的变化为话题，引起学生的好奇，同时又引出要学的内容。

小学道德与法治六年级下册教案＋习题（附答案）10我们爱和平教学设计第十课《我们爱和平》同步练习一、填空题。

（每空2分，共64分）1.我们热爱______，但______从未远离。

2.20世纪前50年发生过_____世界大战，给人类造成了巨大______。

3.战争是一面______，能够让人们认识到______的______。

4.第二次世界大战结束以后，世界仍然很不平静。

此起彼伏的__________和__________让人们追求和平的愿望不断面临______。

5.战争不仅给人们的_____、_____、_____和_____造成了巨大的伤害，也给我们赖以生存的______、___________等造成了无法弥补的损失。

6.和平是当前国际社会的________，局部战争的频率和规模均呈______趋势。

______来之不易，值得___________。

7.国家_____神圣不可侵犯。

8.国家不分_____、强弱、_____，在国际上都有_____的地位、_____和义务。

9.国家之间应当互相______彼此的_____、______和_______。

10.中国始终坚持走_________道路，坚定奉行___________和___________政策。

二、判断题。

（每题2分，共20分）1.战争能比和平为各国带来更大的利益。

（）2.强国、大国在国际上应当拥有更多的话语权。

（）3.和平与发展是当今世界的潮流和趋势。

（）4.中国为世界的和平与发展作出了巨大的贡献。

（）5.和平只是发展中国家和落后国家的期盼。

（）6.当今世界很不和平，战争是主流。

（）7.中国是世界上维护和平的最重要力量。

（）8.正义终将战胜邪恶，和平终将取代战争。

（）9.当今世界，世界大战将很快又要发生。

（）10.为了避免战争的波及，中国应该紧闭国门，不再与其他国家来往。

（）三、简答题。

（共14分）1.请你说一说以下图片的寓意（4分）2.中国为世界的和平与发展作出了哪些贡献?（6分）3.作为小学生的你，能为世界和平做些什么呢？（4分）【答案】一、填空题。

Unit 2 Keeping HealthyTopic 1 How are you feeling today?Section ATeaching aims and demands:1Understand the dialog about seeing a doctor.2Learn how to express feelings and pains.3Learn how to give advice to others.Teaching procedure:Step 1 ReviewGreeting to each other. The teacher and students ask each other some questions. (chain questions)For example:Teacher: How are you?Student 1: Fine, thank you, and you?(to Student 2)Student 2: I’m fine, too. (to Student 3:) How about you?Student 3: I’m fine, thanks, and you?(to Student 4)Student 4: I’m very well. (to Student 5:) How do you feel today?Student 5: I feel very well.Teacher: Why?St udent 5: Because it’s a fine day today.Step 2 Presentation1.After the questions. The teacher summarizes the feelings:We re all very well today.We feel very happy.But how does Betty feel, do you know?Then the teacher shows a picture of Betty, and helps students answer. Play the recorder, and let students find the answers according to the listening:(1a)2.Show some more pictures,or reading passage 2, then ask and answer: What s the matter with him？At last, the teacher writes the key words on the blackboard and explain the new wordsStep 3 ConsolidationThe teacher acts as if he has a headache. Let students guess:What’s the matter with me?You have a headache.Ask the students for some advice:If I have a ..., what should I do?Then finish the exercises in 3a.Step 4 Practice1. Make a conversation in pairs.Finish 1b and 3b.For example:One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs.2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the readingStep 5 ProjectThe teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.Section BTeaching aims and demands:1Go on talking about seeing a doctor.2Understand the dialogs about seeing a doctor.3Review how to give advice.Teaching procedure:Step 1 ReviewShow the pictures in last period. Let students give a quick answer. (chain questions)Teacher: What s the matter with him?Student 1:He has a toothache.Teacher: What should he do?Student 2:He should see a dentist.Change to another picture and go on with the question.Step 2 Presentation1. After showing the pictures in las t period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. (or let the students have a look at 1.)Ask these questions:How does Bruce look?How does Bruce feel?Help students answer:Bruce looks pale!He doesn t feel very well!2. Play the tape recorder. Let students complete the dialog according to the listening:Mr.Lee: Hey, Bruce. You pale. What’s ?Bruce: Well. I have a and a .Mr.Lee: I’m to hear that. you have the .Bruce: DW〗Oh, I’m terrible.Mr.Lee:You’d better go to see a . Shall I you the ?Bruce: No, thank you! I’ll some medicine and see how it .Then let the students open their books, read the dialog in 1 and check their answers.The teacher explain the new words and language points:pale, maybe, terrible, medicineYou look pale!Shall I ...... see how it goes.Step 3 ConsolidationLet students finish 2. Make a competition. Let’s see who is the first to finish the dialog, then listen and check the answer.Make sure that the students can read the dialog correctly. Then act it out.Step 4 Practice1. Do 3. First Match the sentences. Then make up a dialog in pairs.2. Do 4.Listen and fill in the blanks. Then listen again and check the answers.Step 5 ProjectSuppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to Mr.Wang at Mr.Wang’s office. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.Section CTeaching aims and demands:1Learn to Listen to some materials and get information.2Learn to use what we learned.3Learn to ask for and give advice.Teaching procedure:Step 1 ReviewGreeting each other. Play the guessing game. The teacher act out different illnesses. Let students guess what it is. Ask and answer: What’s wrong with me?You have a headache/a stomachache.What should I do?You should ...You’d better ...Step 2 PresentationThe teacher act as if his leg hurts. Then tell students: My leg hurts.Explain the new word “hurt” and ask:What happened to me? Guess!Then lead into:I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story.Play the tape recorder，then finish 1a and 1b.After listening to the story. Let students describe the pictures according to the tape.Play again, and let students answer the questions 1b.Then check their answers.Explain the use of “hurt”Step 3 Consolidation1. The teacher asks: What should Michael do?Let the students answer first. Then listen to the dialog 2a. And finish 2b.take some medicine.Michael should stay in bed.eat a lot of fruit and drink plenty of water.Michael shouldn t move his leg too much.2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1.F 2. F 3. FStep 4 Practice1. Pair work: Suppose one is a doctor, the other isa patient. Make up a dialog and act it out.2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.For example:Teacher: Yesterday Xiao Ming played basketball with his friends.Student A: Suddenly he fell down and hurt his left arm. Student B:...Step 5 ProjectHave a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.Section DTeaching aims and demands:1Sum up the sentence patterns and useful expressions in Topic 1.2Improve listening and speaking skills to writing skills.3Lead up suggestion voice to other topic. Teaching procedure:Step 1 ReviewAsk some questions about what they learned in the last period.Who had an accident?What was wrong with him?Who went to call a taxi?What was Dr.Jiang s advice to Michael?Who came to visit Michael in hospital?Let students retell the story of Michael according to these questions.Step 2 Presentation1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter.Let students finish 1a then read the passage loudly. Notes: 1) not... until...2) worry about ...2. The teacher asks some questions about the passage:1) Why can t Peter read the books?2) What was wrong with Peter?3) How did Peter get sick?4) How was Peter’s sister?While students are answering these questions, the teacher writes some key words on the blackboard.couldn t — until — had — weekend — a sore throat —a toothache — Friday — football — flu — sister — sick —coughedThen let the students retell the story according to the above words.Step 3 ConsolidationDo 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.Step 4 Practice1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.2. Divide the class into two groups. Think of some problems about health. Ask each other for help. Give some advice to solve the problem. The group which can t solve the problem will lose.Step 5 ProjectWork in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.Topic 2 Is it good for your health?Section ATeaching aims and demands:1.Learn to talk about the topic of the healthy living habits.2.Learn to use the gerund as the subject.3.Go on practicing how to give advice.Teaching procedure:Step 1 ReviewShow some pictures of Topic 1.Section 1, ask and answer:Teacher:What s wrong with him?Student:He has a headache.Teacher:I think he should/shouldn t...Teacher:What s the trouble with her?Student:She has a cold.Teacher:She had better(not)...Review like this.Step 2 Presentation1Teacher:Kangkang is also feeling terrible today. What s the trouble with him?Play the tape. Let students answer the questions according to listening.2Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a)3Do 1b. Students practice and act it out.Step 3 Consolidation1 Play the tape. Let students do 2.2Play again, let students follow and imitate the reading.Check th e answer to “How did Wang Jun get a headache?”Step 4 Practice1Do 3: Pair work.Teacher:If I have a headache, what should I do?Student:You should/shouldn t.../You d better(not)...Then students ask and answer questions like this. (chain questions) 2Teacher:Bad habits can cause headache or other illness. So we should have good hadits.Explain “habit”, then write down “habit” and “good/bad”. Students do 4a.3Teacher:What other habits do you have?Student:I like getting up late.Teacher:Is getting up late good or bad for your health? Students:...Students work in pairs like this, finish 4b:A: Is ... good or bad for your health?B: It s good/bad....Step 5 Project1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)—Is going to bed early good or bad for your health?—It’s good.Then choose one student to write down the result. And choose a speaker to give a report to the whole class.For example: We think that going to bed early is good for our health.So we should go to bed early every day.Playing sports after meals is bad for our health.So we shouldn t play sports after meals.Section BTeaching aims and demands:1Go on learning good habits to keep healthy.2Improve from “listen, read” skills to “speak, write” skills step by step.3Master “must” and “must not”.Teaching procedure:Step 1 ReviewGo on with the report on healthy habits. The teacher point out the language points:Doing sth is good/bad for ...You should do ...Step 2 Presentation1. The teacher write some habits on the blackboard.For example: eat breakfastgo out for a walkgo to bed early and get up earlydrink plenty of waterThen the teacher summarize: These are all healthy habits.But do you know why they can help us keep healthy?2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard:eat breakfast——gives ... energy ...go out for a walk —— good exercise ... necessary...drink plenty of water ——...good...health.go to bed early and get up early ——... keep...active... daytime.The teacher points out the new words. Make sure that the students can read and understand them exactly.Step 3 Consolidation1. Let students retell the passage according to the key words on the blackboard.2. Do 1b, write the vocabularies to finish the sentences.Step 4 Practice1. Do 2a. Let students speak the sentences orally:Ｙou must wash hands before meals. You must not read in strong sunlight.2. Then let students write more sentences by using “You must ...” and “You must not ...”.Step 5 Project1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class.2. The students who has no chance to report should practice more after class and get ready to report in the next period.Section CTeaching aims and demands:1 Improve students’ablities from listening, speaking to reading.2Learn to get information from the passage by skimming.3Learn to summerize by scanning.Teaching procedure:Step 1 Review1. Let some students give a report on the project they finished in last period. The teacher points out the importantsentences:You must .../You must not...2. Let the students think about the causes of the headache. And try to give some answers.Step 2 Presentation1. Play the tape recorder 1a. Let students tell “True” or “False” about these sentences:1)A headache is a disease.2)A headache may show that something in your body is wrong.3)We may have more than one headache each week.4)Headaches can often make you worried.5)You needn t go to see the doctor when you have a headache. The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape.2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them.3. Scanning. Read the passage more carefully. Then finish the questions in 1a.Step 3 ConsolidationThe teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words.1)not a disease —— show —— wrong2)a fever —— other illnesses3)may get a headache whenwork —— hardcan t —— enough sleep exercise —— emptyStep 4 PracticeLet the students discuss: How does a body become sick?Then do 2a. Let students tell the ways of becoming sick:1)through the nose2)through the mouth3)through the skinStep 5 Project1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should .../should not...” and “We must.../must not...”.2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.Section DTeaching aims an demands:1Go on learning what are healthy habits.2Improve the students listening, speaking, reading and writing skills.3Summerize the grammar focus and useful expressions in the topic. Teaching procedure:Step 1 Review1. Let some students report the project in last period. The teacher point out the language points.2. The teacher asks the students something about healthy habits.For example:—What are healthy habits?—Going to bed early is good for our health.—Doing morning exercises is a healthy habit.Step 2 Presentation1. After talking about healthy habits. The teacher asks something about healthy foods.Show some pictures and put them on the blackboard, and write thenames of the foods. Make sure the students can read all of them.2. Let the students divide these foods into groups. finish 1b.3. Let students tell which are healthy foods and which are unhealthy foods.Step 3 Consolidation1. Play the tape recorder 1a. Complete the passage according to the listening.As we know, gives us energy. We must have to keep us . Of course, we must also have the of . We should eat more and and less . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can make us .2. Play again. Let the students follow and imitate the reading.Step 4 PracticeLet the students do 3 by themselves. Then give a report to the whole class.Step 5 Project1. Let students go over all the pattern sentences in this topic 2a, 2b. Finish the writing project 3 by using the sentences they have learned in Topic2. Each student writes at least 5 sentences.2. Write a short passage which contains 6080 words.Title: How to Keep HealthyInstruction: Try to use the sentences you have learned in Topic 2 as many as possible.Topic 3 We should do our best to fight SARS.Section ATeaching aims and demands:1Talk about how to fight SARS.2Learn how to interview others.3Master the words “should” and “shouldn t”.Teaching procedure:Step 1 ReviewLet the students tell good habits and bad habits. Use these sentences: We should do ...We shouldn t do ...We must do ...We must not do ...We don t have to ...Step 2 Presentation1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?” Ask the students to talk about “SARS”.2. Introduce Kangkang s father to the students. Then the students listen to the dialog and answer the questions:—What do you know about SARS according to the listening?—It spreads easily among people.Play again, ask more questions:—What should we do to stop it?—We’d better have a balanced diet and take more exercise.—We must not go to the crowded places.Step 3 Consolidation1. Play the tape recorder, and let students follow the tape and imitate.2. Do 1b, and finish the questions in pairs.Step 4 Practice1. Let students think of more good ideas to stop SARS away from us.2. Do 2, then make up dialogs in pairs.Step 5 Project1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer.2. Every student writes at least three sentences about how to fight SARS.Section BTeaching aims and demands:1Learn how to make a telephone call.2Make sure you can take a message of a telephone call.3Make sure you can read the telephone message.Teaching procedure:Step 1 Review1. Let student retell at least three sentences about how to fight SARS.2. Ask and answer about Kankang’s father:What’s Kangkang’s father?Where is he now?Why can t he go home?Step 2 Presentation1. The teacher lead into: Kangkang misses his father very much. What should he do?The students may answer: He should call his father.2. Listen to the dialog 1a and answer questions:1)Can Kangkang’s father answer the phone? Why or why not?2)What is he doing now?3)What does Kangkang tell his father?4)What will Miss Hu do?3. Play the tape again, and finish 1b.Step 3 ConsolidationLet students read 2. Put the sentences in the right order, and make up a new similar dialog.Step 4 Practice1. Read the telephone messages 1b. Complete the dialog according to the information from the messages.2. Listen to the tape. Follow and imitate.Step 5 ProjectSuppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶ 30 tomorrow morning.Let students make up a dialog in pairs, then act it out.Section CTeaching aims and demands:1Learn how to do the skimming and get information.2Master the simple past tense.Teaching procedure:Step 1 Review1. Ask some questions about SARS:What do you know about SARS?What should we do to stop SARS away from us?2. Let some students introduce something about Kangkang’s father.What do you know about Kangkang’s father?Step 2 Presentation1. Read the passage 1a, let students tell“True” or “False”.1)Kangkang’s father was a patient in Xiaot angshan Hospital.2)Kangkang’s father could talk with his family on the phone.3)SARS is a kind of serious disease.2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard:doctor — SARS — serious — hospital — couldn t — home —talk — phone — missed — duty — saveStep 3 Consolidation1. Using the key words on the blackboard, retell the story in 1a.2. Rewrite the story with your own words,and finish 1b.Step 4 Practice1. Listening practice: Listen to the dia log and finish the chart below:Names How did they spend their time at home? How did they think about it?Kangkang on the Internet.Michael hadto and .Jane her mother at home. Maria a lot of stories at home.2. Finish 3b, 3c.Step 5 Project1. Work in groups. Four in one group. Each of the students acts one character: Kangkang, Michael, Jane and Maria. Act out the dialog according to the information in the chart.2.Work in groups. Make a survey and complete the chart below: Names How did you spend your time last Sunday?How did you think about it? 1234Choose one speaker to give a report.3.Finish 3c.Let students make up a passage about Kangkang’s father.Section DTeaching aims and remands:1Summerize the grammer focus and useful expressions in topic3.2Improve the listening, speaking, reading and writing skills. 3Go on talking about health. Teaching procedure:Step 1 Review1. Chain questions. Ask the students to answer the following questions quickly:Did you have breakfast this morning?What did you have for breakfast?Where do you usually have lunch?What do you have for lunch?When do you usually have supper?What do you have for supper?What is your favorite food?Which foods are good for your health?2. Ask and answer in pairs3. Then retell the answers to the class.Step 2 Presentation1. Look at the pictures 1. Describe the differences between these two pictures.2. Play the tape recorder. Choose the correct picture.3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard. Step 3 Consoli dation1. Retell the passage according to the key words.2. Let the students go over the language points in Topic3. Do2a, 2b.Step 4 PracticeMake a survey to each other. ( Four in one group)Complete the chart below:Names What good habits do you have? What bad habits do you have? 1234Choose one speaker to give a report. Give him some advice on how to change his bad habits.Step 5 Project1Discover the information about an illness in 5. If the students can t finish it in class, give them enough time to study and find more information after class.2Using the information in Topic 3, ask the students to write a short passage on how to fight the flu.3Enjoy this song “Auld Lang Syne”。

仁爱版八年级上英语教案UNIT 2 Keeping HealthyTOPIC 1 You’d better go to see a doctor.Section A Section A needs 1 main activity is aims and demands: how to talk about .Learn how to give advice with should/ aims and demands: Step 1 ReviewPlay a .I do, and you teacher does different actions or shows some pictures) Let students gue what illne she has.(They can use Chinese) Learn and master the words \” toothache\”, \” cough, \”fever\”, \” flu\”.and \” headache〞.Understand the words \” backache\” and \” stomachache\”.Know about the word \” sore\” say, and you teacher says words of illnees , according to which students do different actions to consolidate the new .I do, and you teacher does different say .The teacher says, \”I have a about K angkang?\” Lead to the new 2 Presentationto the following questions and check the and master \” dentist\”.(1)Wha\’s wrong with Kangkang?(2)What should he do?to la students to follow it and do the the following sentence patterns:What’s wrong with you? (What\’s the matter with you?)I have a toothache.l\’m sorry to hear that.You should see a dentist.(You should go to see a dentist.)to 1a students to follow it and imitate the pronunciation and intonation..Act 1a out in la.teacher and students find out the key words and sentences studenteto write them down on the teacher retells the dialog according to the key words and sentences first .Then ask students to retell it.( optional)For example:B(Betty) K(Kangkang)B: What’s wrong with you?K: toothacheB: I\’m sorry to hear that should, dentistK: think, willB: Step 3 Consolidationthe pictures in lc and the following sentence patterns, the teacher and students make example:Ss .What\’s wrong matter with you?T: I have a should I do? Ss: You should see to see a doctor.Students repeat these sentences after the teacher and master how to expre illne and give advice.in groups of student pretends to be a patient and does the second one asks him what the matter is, then tells the third the sentence patterns of expreing illnees and giving and master the phrases \”have a cold\” and \”take a rest\”.Finish lb and example:S1: (Do the action.)S2: What’s wrong the matter with you?S1: I have a cold.S2: You should see a doctor.S2: What’s wrong matter with him?S2: He has a cold. Step4 Practicestudents to read2 and match .Check the and master the new words and phrases \”at nig ht\”.\”coffee\” .\”tea\”.plenty\”.\”plenty of and \”lift\”.Understand the meanings of \”boil\” and \”boiled water\”.Lead students to summarize and master the usage of \”should\”and \” shouldn\’t\”. students practice dialogs in pairs according act them .For example:S1: What’s the matter with you?S2: I can\’t sleep well at night.S1:You shouldn’t drink coffee or tea in the eveningS2:Thank won’.Work to students number the pictures in 3 and write down the advice, using should’ 3.S1:He should go to see a Project Make a survey in out the causes of mon ilees in our daily think about what we should do or what we shouldn\’t do.Step 4 Homewok SB Page 28,Part 2.。

大班英语活动教案《Health》第一章：活动目标1.1 知识目标：让幼儿了解健康饮食和运动的重要性。

帮助幼儿学习与健康相关的英语词汇，如：healthy, food, exercise, etc.1.2 技能目标：培养幼儿的听、说、做能力，通过小组讨论和身体活动。

培养幼儿基本的英语交流技巧，如提问、回答、表达观点等。

1.3 情感目标：培养幼儿对健康生活方式的兴趣和认识。

鼓励幼儿积极参与体育活动，培养团队精神和合作能力。

第二章：活动准备2.1 教具准备：与健康相关的图片、卡片、食物模型等。

与健康相关的英语故事书或视频。

音乐CD和舞蹈动作图解。

2.2 环境准备：宽敞的活动场地，可设置小组讨论区、食物展示区和运动区。

确保活动环境安全，无危险物品。

第三章：活动过程3.1 导入：以一首健康相关的英语歌曲开始活动，引起幼儿兴趣。

通过提问，引导幼儿思考健康的重要性。

3.2 小组讨论：将幼儿分成小组，展示与健康相关的图片和卡片。

让幼儿用英语讨论他们的看法和观点，鼓励他们提问和回答。

3.3 英语故事或视频：讲述一个与健康相关的英语故事或播放相关视频，帮助幼儿理解和吸收相关词汇。

3.4 实践环节：食物展示区：让幼儿观察和尝试健康食物，学习食物名称和营养价值。

运动区：引导幼儿进行简单的身体活动，如跳绳、跑步等，学习运动相关的英语词汇。

第四章：活动总结与反思4.1 总结环节：让幼儿用英语总结他们学到的健康知识和词汇。

鼓励幼儿分享他们对健康生活方式的看法和经验。

4.2 反思环节：询问幼儿对活动的反馈，了解他们的兴趣和困难。

总结并强调健康饮食和运动的重要性，鼓励幼儿在日常生活中实践。

第五章：教学评估5.1 观察幼儿在小组讨论中的参与程度和英语表达能力。

5.2 观察幼儿在实践环节中的运动能力和合作能力。

5.3 收集幼儿的反馈和意见，以改进未来的教学活动。

第六章：教学活动一健康食物介绍6.1 目标：让幼儿能够识别和命名几种健康食物。

大班英语活动教案《Health》第一章：活动目标1.1 知识目标：让幼儿了解和掌握与健康相关的词汇，如：healthy, sick, doctor, medicine等。

1.2 技能目标：让幼儿能够在日常生活中正确使用英语表达与健康相关的事物和概念。

1.3 情感目标：第二章：活动准备2.1 教具准备：健康相关词汇卡片、健康食物图片、医生服装、药品模型等。

2.2 环境准备：安静、舒适的活动室，有助于幼儿集中注意力。

第三章：活动过程3.1 热身活动（5分钟）教师带领幼儿唱一首英文歌曲《Healthy Food》，激发幼儿对健康的兴趣。

3.2 教学活动（10分钟）教师向幼儿展示健康相关词汇卡片，如：healthy, sick, doctor, medicine等，引导幼儿用中文说出这些词汇的意思，用英语重复。

3.3 实践环节（5分钟）教师扮演医生，让幼儿扮演病人，进行看病的角色扮演。

在扮演过程中，教师引导幼儿使用英语表达病情和治疗方法。

3.4 总结环节（5分钟）教师带领幼儿回顾本节课所学内容，让幼儿用英语说出健康的重要性。

第四章：活动延伸4.1 家庭作业：让幼儿和家长一起完成一份关于健康的食物和生活习惯的调查表。

4.2 环境创设：在活动室布置一个健康角，展示健康食物和健康生活方式的图片。

第五章：教学评价5.1 幼儿评价：观察幼儿在课堂上的参与程度、英语表达能力和对健康知识的理解程度。

5.2 家长评价：通过与家长的沟通，了解幼儿在家庭中对健康知识的学习和应用情况。

5.3 自我评价：教师根据教学过程中的实际情况，反思教学方法的有效性，不断调整和改进。

第六章：教学内容6.1 课程主题：健康饮食6.2 学习目标：能识别和说出各种健康食物的名字，如fruits, vegetables, milk, water 等。

能够理解和表达食物对健康的影响，如"eat more fruits and vegetables" "drink more water"。

作者VX：免费范文九年级上册《Enghlish Around the World》导学案仁爱英语九年级上册《enghlish around the world》导学案仁爱英语ⅰ. teaching aims and demands1. learn some new words and phrases:tongue, mother tongue, state, speaker, communicate, conference, tourist2. go on learning the simple present passive voice:of all these languages, english is the most widely used.3. let the students know the wide uses of english in the world.ⅱ.teaching procedures.step 1.review1. sing a song2. play a game. “what am i”to review the simple present passive voice.step 2. presentation1. learn the words with the cards, and then show a picture about the international conference.2. then play a game to c*olidate the new words.the words are taught before class.3. show a map of the world and some pictures. let students know english is spoken in many countries and english is widely used in our daily life.4. let students listen to the tape and answer the following questionhow many languages are spoken in the world?step 3. c*olidation1. let students listen again and write down the correct number in the blackets.more than 3000 languages are spoken in the world.1. over speak english as their mother tongue.2. over in the u.s.a.english is used 3. people speak english as their second langage.4. as a foreign language in5. of the world’s scientists read in english.6. about users of the internet communicate in english.1. read the passage and fill the blankets with the nati.2. let students finish 1b.3. retell 1a according to the table.4. read after the tape and then the class read together.5. show the langnage points and explain. let students make sentences.step 4. practicelet students listen to 2 three times and finish it by themselves, then check the answers.step 5 projectgroup work:discuss some common english signs in group.one group, one topic. and then show them.group 1-2: in the library group 5-6: in the park作者VX：免费范文。

《Heal the World》《Tell me why》欣赏课教案教学目标：1.通过学习，唤起学生爱护、关怀和帮助他人的仁爱之心，树立正确的情感态度与价值观，并重视人文关怀。

2.通过对歌曲创作背景的了解，能够让学生了解到战争、贫穷、饥饿对人们的伤害，体会人们祈求和平、友爱、富足的心声。

3.学唱《Amani》部分乐句，唱出对和平的渴望，树立仁爱之心。

教学过程：（一）播放歌曲《Amani》等待上课铃声导入：简单介绍播放《Amani》的原因。

这首歌是在1900年海湾战争后，世界进入了一个短暂的相对和平时期。

Beyond乐队在1911年应世界世界宣明会之邀远赴战火中的非洲，探访第三世界的穷困人民，开始了一段非洲之旅非洲。

当他们看到在战争中的人们是那么贫穷、痛苦和对和平的渴望，便创作了这首《Amani》，抒发了对战后和平长久的渴望,也警示了人们必须要以自已的努力斗争来争取和平，一味地求助于神灵是不行的。

“AMANI”是和平的意思；“ NAKUPENDA NAKUPENDA WEWE”就是“我们爱你”“TUNE TAKE WE WE”是“我们需要你”的意思。

导入新课：就在Beyond乐队创作这首和平之歌的同时，迈克尔.杰克逊也在1991年为自己的同名慈善组织创作了一首充满仁爱呼唤世界和平的歌曲《Heal the World》希望通过慈善募捐，改善那些饱受战火和硝烟困扰的第三世界国家儿童的生活。

（二）观看迈克尔.杰克逊演唱《Heal the World》的视频并提问学生观看次视频的感想。

1.在视频中你看到了什么？2.你觉得在充满硝烟中生活的孩子他们心中最想要的什么？（引导学生通过士兵和硝烟、小孩和笑容等画面，体验歌曲中呼唤让战争远离，让人家充满关爱、和平的情感及仁爱之心）。

（三）再次聆听迈克尔.杰克逊演唱《Heal the World》回答以下问题。

提问：1.这首歌由几个乐段组成？（ABC三个乐段组成）2.这首歌曲表达的感情是怎样的？（表达了人们渴望爱及对世界和平的向往，希望世界充满温暖和关爱）3.聆听后你心里感受又是怎么样的？（为那些饱受战火和硝烟摧残的第三世界国家儿童生活的担忧，真诚呼唤让战争远离，让世界充满关爱与和平）（四）欣赏完这首由迈克尔.杰克逊演唱的充满温暖和关怀并被誉为世界上最动听的歌之一的《Heal the World》后让我们再一起来欣赏另一首由年仅十岁的天籁童声Declan Galbraith以清纯完美的声音演绎的充满忧郁而愤怒的呐喊与呼唤--《Tell mewhy》播放音乐视频提出疑问：1.视频中的演唱者他的情绪是怎么样的？( 疑惑忧郁愤怒呐喊…)2.你觉得他的演唱方式和他身后的图片是想向我表达怎样的感情？（对战争所产生的困惑与无奈，希望和平、快乐与富足）（五）再次聆听歌曲《Tell me why》回答问题提问：1.演唱者连续使用呐喊式的“Tell me why”是想表达什么？（人们对战争、贫穷、饥饿，人与自然、人与人之间冷漠关系的种种困惑，充满忧郁而愤怒的呐喊与呼唤，希望人类和平、友爱、富足的心声）2．它与《Heal the World》所表达的情感是否有相同之处？（都是充满仁爱之情，希望世界和平，人类生活美好）（六）拓展：观看图片学唱《Amani》部分乐句，用歌声唱出希望和平的心声。

一、知识目标【重要短语】give something to somebody=give somebody something 给某人某物right away 立亥U,马上dark skin 黑皮肤light yellow skin 黄皮肤fair skin 白皮肤the boy over there 在那边的那个男孩the boy under the tree 在树下的那个男孩look the same 看起来 ,样different looks 不同的外表look at the picture 看着图片the pair of shoes / trousers 这双鞋/ 裤子The girl in red. 穿红色衣服的那个女孩Which girl 哪个女孩my favorite clothes我最售欢的衣服【重点句型】1. What color is the skirt? --It s white. 这个短裙是什么颜色的？它是白色的。

What color are the shirts? -They are white. 这些个短裙是什么颜色的？它们是白色的。

2. Which girl? The girl in red. 哪个女孩？穿红色衣服的那个女孩。

Which bag? The blue one. 哪个包？蓝色那个。

3. What does she look like? 她看起来怎么样？【重要语法】⑴.数词，"一"。

如：I' m in Class One.⑵.代词：为避免重复，代替上文出现的那类人或事物。

注意：上下文出现的不是同二个.人或事物。

如：This shirt is too small. Let me look at that one.girl in redin red :介词短语=介词+介宾（如名词/宾格/动名词等）（+介宾宾补）一后置定语。

如：The boy in the room is XiaoMing. 教室里的那个男孩是小明。

九年级仁爱版英语课堂教案5篇九年级仁爱版英语课堂教案1学习目标1.通过学习短文，掌握如何处理我们在学习、生活中遇到的问题和挑战。

2.掌握下列知识点：■重点词汇：soft，unless，solve，regard，influence，friendship，lose，development■重点短语：①look up ②write down ③make up ④deal with⑤regard as ⑥be angry with ⑦go by ⑧as a second language■重点句型：①If you don t know how to spell new words，look them up in a dictionary.②As young adults，it is our duty to try our best to deal with each challenge in our education with the help of our teachers.预习导学Ⅰ.预习单词，完成下列各词。

1.unfair(反义词)2.friend(形容词3.easy(副词)4.important(反义词5.agreement(反义词Ⅱ.预习Reading部分，回答下列问题。

6.How do we deal with our problems合作研讨一、重点单词与短语1.unless conj.如果不;除非例如：l won t go to the party unless I am invited.除非我受到邀请，否则我不会去参加晚会的。

【拓展】unless 作连词，引导条件状语从句，含有否定意义，相当于if...not...【跟踪训练】(1)You will fail the exam unless you work harder.(同义句转换)You will fail the exam the exam you work harder.2.regardv.将……视为【拓展】regard...as...意为“把……当作……”，后接名词或形容词。